Schools' $100K End-of-Year Surplus Goes to Textbooks, ELL, Math and Reading Programs

The Melrose School Committee is using a projected year-end budget surplus to purchase math and reading programs for the elementary schools, and to address deficiencies cited by recent reviews in textbooks and the district's English Language Learners program.

Two weeks ago, Melrose Schools Business Manager Greg Zammuto informed the committee that the district would have a remaining budget balance of $104,202.

In light of that surplus, Superintendent Joe Casey brought forth a recommendation to purchase the Symphony Math web-based program for all the elementary schools for $23,000, covering three years, and purchasing the Lexia web-based reading program for all the elementary schools for $34,895, also covering three years.

, when asked if they all wanted to use the Symphony Math program, each Melrose elementary school principal said yes.

The administration originally proposed putting the remaining balance of $46,307 into the district's savings account (called "Applied Funds"), but in light of recent recommendations made by the New England Association of Schools and Colleges (NEASC) and the state Department of Elementary and Secondary Education (DESE), the School Committee advocated using more of the surplus to address those concerns.

On Tuesday night, Casey came back with additional recommendations, based on the committee's input, and the committee unanimously approved spending $37,900 on textbooks for biology, environmental science, modern history, physical science and physics.

The special report due on Dec. 1 from school officials to NEASC must address a number of items to , including, according to NEASC, providing "sufficient instructional materials, including textbooks, for the implementation of the curriculum." The city had previously pledged extra funding and the School Committee voted to reallocate funds .

Also, the committee unanimously approved spending $5,000 for additional instructional and testing materials for the district's English Language Learners (ELL) program. The state's recently completed Coordinated Program Review found that the growing and straining and tighten procedures. Casey's memo to the committee also notes that providing additional ELL staff time is part of next year's already approved budget.

Spending on elementary math and reading, or funnel money to NEASC recommendations?

Debate on Tuesday centered on the Lexia and Symphony programs. Lincoln School Principal Brent Conway told the committee that the programs provide teachers with real-time data about student performance, allowing them to tailor lessons later on the same day that students used the web-based programs, which can also be used from home. Conway said that one of the most powerful initiatives schools can undertake is finding opportunities to expand the learning day.

"That’s what Lexis and Symphony have done," he said, adding that the Lincoln School has used Lexia for the past three years and Symphony for the past two. "The results are fantastic. Melrose students, real students, real results—this happens."

While Lexia and Symphony both target struggling students, the latter can also be used to support advanced math students who may need additional challenges, Conway added. Students who may not have Internet access at home are also brought into the computer labs before or after school two to three times a week and can use the programs the number of hours as other students. Lexia could be used for an estimated 120-160 students in K-5 district wide, while Symphony could suppport 90-110 students.

Chairwoman Margaret Driscoll voiced concerns over a "huge infusion of resources going to the elementary level," while the district is still dealing with the Melrose High School recommendations enumerated by NEASC. Similiarly, committee member Carrie Kourkoumelis noted a possible "disproportionate allocation of resources," with $37,900 going to MHS textbooks, while almost $58,000 going to Lexia and Symphony.

Casey invoked the "for want of a nail" proverb in response, saying that if the district does not address issues around math and reading at the elementary level, it could create problems early on that would be inherited by teachers in later grades. He also stressed the importance of the real-time and constant assessment—"not testing, but assessment"—provided by the programs.

"I want teachers to think I’m assessing every day, I’m not assessing once a week," he said. "If we do that, that’s really going to help best practices across the district."

Conway echoed Casey's remarks, saying that the programs allow the district to fix a "broader problem" by starting at earlier ages. He added that for students learning to read in grades K-3, "if we’re not getting to the point where they're proficient by third grade, to provide appropriate intervention after third grade is very expensive." 

The committee unanimously approved the purchase of Lexia and Symphony.